STEM 433/533 Lesson Planning Template

(Complete answers in Purple font)

Name: Heather Dunn Grade: Kindergarten Topic: Patterns

Brief Lesson Description: Students will be identifying, describing, extending, creating, and transfer repeating patterns using
manipulatives. Students will use manipulatives to extend, create, and transfer repeating patterns. Students will participate in a series of
formative assessments to determine their understanding. This 5-day lesson plan will feature videos and include activities that are both
hands-on and collaborative.

Specific Learning Outcomes:

 Identify and describe the core (the part of the sequence that repeats) found in repeating patterns of common objects, sounds,
movements, and pictures.
 Extend a repeating pattern by adding at least two complete repetitions of the core to the pattern.
 Create a repeating pattern.
 Compare similarities and differences between patterns.
 Transfer a repeating pattern from one representation to another.

How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? This lesson considers all student learning levels and needs. Students will collaborate when creating patterns and all necessary
supplies will be brought to students at their tables. Manipulatives will be provided as an additional visual aid. By collaborating, students
will learn more about their peers’ interests and cultural backgrounds. All students will be provided access to the same materials for each
assignment to ensure equitable learning opportunities.

Narrative / Background Information

Prior Student Knowledge: Prior knowledge of colors and shapes. Understanding vocabulary for patterns. Knowledge of letters.

Math VA SOL: Visual Arts VA SOL: NCTM Standard:

K.13 The student will identify, describe, K.3 The student will analyze and interpret In pre-K through grade 2 each and every
extend, create, and transfer repeating artwork using art vocabulary. student should
patterns. (b) Describe objects in the environment by  sort, classify, and order
their visual qualities (e.g., location, size, objects by size, number, and
color, texture, line, shape, pattern). other properties;
 recognize, describe, and
extend patterns such as
sequences of sounds and
shapes or simple numeric
patterns and translate from
one representation to
another;
 analyze how both repeating
and growing patterns are
generated.
Specific Problem Solving Strategy being used:
 Students have to recognize patterns and extend patterns.
 Students will have to create a pattern on their own.

Possible Preconceptions/Misconceptions:
 The student knowing the “core” which is the part of the pattern that repeats.
 The student knowing if the pattern continues/extends.
 Seeing if the student can use different manipulatives to create a pattern.
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions:
Day 1
Approximate Time: 5-10 minutes
Students will watch the video, “Patterns and Colors Children ‘s Song” (1:35) introducing them to patterns using colors.
Probing Questions:
 What are patterns?
 What is an AB pattern?
 How can I create a pattern on my own?
https://www.youtube.com/watch?v=PxGEcfyD49U (Patterns and Colors Children’s Song)

Approximate Time: 10-15 minutes

The class will stand up on the carpet and make movement patterns. The teacher will get students to copy the movement by stomping
and clapping to make an AB pattern.

Approximate Time: 10-15 minutes

Students will go to IXL on their Chromebook. They will complete letter I #1 Color Patterns independently.
https://www.ixl.com/math/kindergarten

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

Day 2
Approximate Time: 1 hour
Materials Needed:
 Pipe Cleaners
 Beads
The teacher will distribute 1 pipe cleaner to students and a handful of beads. The teacher will:
1. Ask students how we would make an AB pattern using beads.
2. The teacher will make sure all students understand that it takes 2 different colors to make an AB pattern.
3. Let students make a pattern bracelet using any 2 colors they want too.

During this activity the teacher will be going around the classroom asking students to name the colors of the beads. As students are
naming the colors, the teacher will ask what color will come next. The teacher will ask students what kind of pattern they are making.

Below is an example of what a pipe cleaner as an AB pattern will look like.

EXPLAIN: Concepts Explained and Vocabulary Defined:

Day 3
Approximate Time: 5-10 minutes
Students will watch the video “Pump Up the Pattern” (3:48) to get our bodies moving before our lesson.
https://www.youtube.com/watch?v=hoFhVdYsmPg
 Approximate Time: 15-20 minutes
The teacher will have students sit on the carpet and introduce them to shape patterns. The teacher will use magnetic shapes to
introduce shape patterns. After an example is shown, the teacher will call on students to come to the board to make an AB pattern using
shapes.

Approximate Time: 20-30 minutes

The teacher will pass out individual baskets that have shapes in them. They will practice making an AB pattern on their own. The teacher
will go around the class to each individual student and have them tell the colors and shapes of the pattern shown. This will allow the
teacher to see which students have grasped the concept and which students are struggling.

Approximate Time: 10-15 minutes

Students will go to IXL on their Chromebook. They will complete letter I #3 Shape Patterns independently.

Vocabulary:
 Compare, core, describe, different, pattern, predict, repeat, same
ELABORATE: Applications and Extensions:
Day 4
Approximate Time: 25-30 minutes
Students will complete “What’s the Pattern?” on Nearpod. This activity will have students elaborate on their understanding and data can
be used for the teacher to gauge student learning levels. This activity will also be used for class discussion as students are completing it.
https://nearpod.com/t/math/kindergarten whats-the-pattern-L32656960/

Approximate Time: 20-30 minutes

The teacher will facilitate small group instruction to assist any students struggling with current content and those who seem to be
grasping the concept well. Students will alternate from the small group instruction, to playing shape patterns online. The first group
working with the teacher will be the gifted learners and those who are grasping the content. Since these students are grasping the
concept well, I’m going to introduce them to ABB patterns. On dry erase boards we will make shapes that will complete an ABB pattern.
The second group working with the teacher will be doing a similar activity, focusing on grasping the concept of making an AB pattern
using shapes. The link to the shape pattern game can be found below.
https://www.abcya.com/games/shape_patterns

EVALUATE:
Day 5
Formative Monitoring (Questioning / Discussion):
Students will complete 2 different worksheets. The first one will be finding the missing pattern piece and the second worksheet is
extending the pattern by cutting and gluing shapes. The teacher will walk around the room to see which students are understanding the
concept and which students are still struggling.
Day 6
Summative Assessment (Quiz / Project / Report) (Include a rubric):
Approximate Time: 15-30 minutes (allow students extra time on graded assignment)
Students will complete the assessment below. This will allow students to show they are able to copy, extend, and create a pattern on
their own.

https://docs.google.com/document/d/19BoSiDz8CEn8pRpKzotJ5FxcIB3LzhtDhXTH5AzwPNA/edit?usp=sharing

Approximate Time: 30 minutes

Students will participate in centers. The centers will consist of small group instruction with the teacher, IXL concepts under letter I
(Patterns), and creating their own patterns using images and manipulatives the student enjoys. Students will switch centers every 10
minutes. This is a great way to keep students engaged and provide additional practice in the content area.
Plan for differentiation: (Be sure to specifically address the following learners)
 Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders)
Students with high-incidence disabilities will collaborate with their peers. This will benefit students who are experiencing social
challenges. I will also have visuals available for students, so they can go back and look at an example of an AB pattern. I will
follow all 504 and IEP plans to ensure I am providing quality educational opportunities for these students.
 ELL
ELL students will be provided with translation software. They will also be working with their peers which will also aid in helping
them. I will work with the EL teacher to come up with a plan that accommodates ELL without compromising their abilities.
 Gifted learners
 Gifted learners will be provided with enrichment activities to challenge their learning. There will also be open-ended questions
during class discussions which will allow them to elaborate on what they know.
Elaborate Further / Reflect: Enrichment:
 How will you evaluate your practice?
After teaching this lesson I will closely review data from assignments to plan further instruction. I will determine what could
have been done differently to help students that seemed to struggle. I will use the poll features on Nearpod to have students
share how confident they are about patterns. These polls are anonymous, but the data I receive will reflect which student
submitted what.
 Where might/did learners struggle in the lesson?
The students might struggle with knowing the “core” which is the part of the pattern that repeats. They could find it difficult
knowing if the pattern continues/extends. Students could also struggle with using different manipulatives to create a pattern.
 How can the lesson be strengthened for improved student learning?
For a lesson to be strong and effective, I believe we need to find ways to keep students engaged and do hands on learning.
Student learning is always improved when we are invested in what we are teaching and truly understand the content
ourselves.
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
I believe that classrooms should foster collaborative learning because students can learn from each other. Our students will
come from a variety of backgrounds and experiences.